LTC Instructional Design Process
what is Instructional design?
Instructional design is the systematic process engaged to develop instruction in a consistent manner. That process follows a prescribed framework of analysis, planning, development, implementation and evaluation that will best facilitate effective learning. The instructional design process is a collaborative effort involving faculty as the subject matter experts and the instructional designers and media specialists of the Learning Technology Center (LTC) unit of Computing Services.
Who are we and who should you contact for assistance?
Our LTC team consists of the Instructional Technology Manager, Darla Ausel, and our Technology Support Analyst/Instructional Designer, Suzanne Homan.
Contact Darla or Sue at the Learning Technology Center (x1848) to schedule your initial consultation.
What do we do?
- Partner with seven PASSHE universities to certify faculty for teaching online through the Teaching Online Certification Course (TOCC)
- Quality Matters – informal course reviews
- Collaborate with Clarion faculty as the subject matter experts in the design and development of their courses for face-to-face and or online delivery by:
- Assisting with analysis of learners and contexts
- Assisting with creation of measurable learning outcomes based on program and course goals
- Assisting with instructional approach and alignment of learning activities and assessments with learning outcomes for face-to-face classes; Apply Quality Matters rubric to online courses
- Assisting with selection of assessment strategies – (instructor develops)
- Assisting with development of instructional strategies (instructor develops)
- Providing resources and training for development and selection of instructional content / materials (instructor develops)
- Suggesting course revisions based on instructor reflection and feedback
- Provide technical support as needed for course development and implementation
- Provide professional development opportunities for faculty through the TOCC, workshops, on-demand training, and collaborative faculty presentations
What is a reasonable timeline to develop online courses?
- BASIC (2-4 weeks): Course review – existing online course
- Faculty provides: Access to course in D2L, learning outcomes of course, syllabus
- LTC instructional designers/technologists will: Provide Informal Quality Matters review, offer suggestions to meet QM standards and alignment of critical components such as:
a. Learning outcomes
b. Assessment and measurement
c. Resources and materials
d. Learner engagement
e. Course technology
- Faculty and LTC staff collaborate on revision plan (actual revisions/modifications may require additional faculty development time)
2. INTERMEDIATE (8-10 weeks): Face-to-face course transition to online*
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- Faculty provides: All existing learning materials and activities, learning outcomes, syllabus, textbook, assessments.
- LTC instructional designers/technologists will: Schedule regular meetings with faculty to review key elements of the course, review alignment of critical components, offer suggestions for instructional strategies and assessment appropriate for online learning, and suggest basic course design within the Learning Management System.
- Faculty and LTC staff collaborate on revision plan (actual revisions/modifications may require additional faculty development time)
3. ADVANCED (12-16 weeks): New online course for instructor*
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- Faculty provides: Any available learning materials including textbook, publisher content, and learning outcomes
- LTC instructional designers/technologists will: Schedule regular meetings with faculty to discuss instructional strategies and assessments that will align with measurable learning outcomes. Assist faculty in researching possible online subject matter-resources
- Faculty and LTC staff collaborate on revision plan (actual revisions/modifications may require additional faculty development time)
* Schedule assumes instructor has completed the Teaching Online Certification Course